Super Safari poster teaching tips
Super Safari poster teaching tips. Level 1
The Super Safari posters complement each unit of the course. Below are some teaching tips for using the posters in
class. As the poster will be a visual reminder of the unit language, use it as a quick warmer, or at the end of class to
reinforce the target vocabulary. Use gestures and L1 as appropriate to support these activities.
Hello!
Unit 5
Introduce the children to the four Super Safari characters
on the poster. (Gina, Polly, Leo and Mike.) Point to each
character and say the name. Encourage the children to
say, e.g. Hello Polly. Using the cut-out masks at the back of
Activity Book 1, the children pretend to be each character
and introduce themselves to each other.
Ask What can you see in the picture? (A big train.) What
colour/color is the train? (Green, blue, red and purple.)
What numbers can you see? Encourage the children to
count the numbers on the front of the train (one, two,
three, four). Then ask the children to count four things in
the classroom. They can also draw four objects and count
them.
Unit 1
Point to the four characters on the poster and ask Who can
you see? (Gina, Leo, Polly and Mike.) Where are they? (In
the classroom.) What else can you see in the picture? (Bag,
pencil, book, chair.) What colour/color is the book? (Blue.)
What colour/color is the bag? (Red.) Ask the children to
find the classroom objects in their own classroom. Find a
bag! Find a book!
Unit 6
Point to each animal in the picture and say the words
(rabbit, fish, bird, cat). Ask How many pets are there?
Children count them (one, two, three, four). Encourage the
children to talk about their own pets. Is your pet big or
small? What colour/color is it? The children create a poster
of either their own pet or an imaginary pet.
Unit 2
Unit 7
Ask What can you see in the picture? (A painting, a flower,
Gina, Polly.) What colours/colors can you see? (Red, blue,
yellow, green). What is Gina painting? (A flower.) What
colour/color is the flower? Point to each colour/color in the
flower and say the colour/color (red, blue, yellow, green).
Ask Does Polly like the painting? (Yes.) Ask the children
to paint or draw their own picture of a flower and say the
colours/colors.
Invite volunteers to point to the food items in the picture
and say the words (pasta, salad, rice, cake). Ask the
children about their food preferences. Ask, e.g. Do you like
pasta? Using crayons, paints, or by making a collage, the
children create their own posters of their favourite/favorite
food and say, e.g. I like salad!
Unit 3
Point to each character and ask Who’s this? (Leo and
Mike.) Point to the tablet and ask Whose family can we
see? (Leo’s family.) Point and say the words (dad, mum/
mom, brother, sister). Ask the children about their own
family. How many brothers and sisters have you got? Ask
the children to draw their own family and say, e.g. This is
my brother.
Unit 4
Point to each toy and ask What’s this? (Ball, car, puzzle,
doll.) What colour/color is the car? (Blue.) Is it big or small?
(Big.) Ask What’s your favourite/favorite toy? The children
can draw it and describe it to the class, e.g. size and colour/
color.
Unit 8
Ask the children about the clothes in the picture. Point and
say the words (T-shirt, trousers/pants, dress, shoes). Ask
What is Leo wearing? (A T-shirt, trousers/pants.) What is
Gina wearing? (A dress, shoes.) Children take it in turns to
describe what they are wearing, e.g. It’s a blue T-shirt.
Unit 9
Ask What can you see in the picture? (Slide, roundabout/
merry-go-round, seesaw, swing.) Which is your favourite?
Mime sliding down a slide and ask What is it? (It’s a slide.)
Encourage the children to mime swinging on the swing,
sliding down the slide, and riding on the seesaw and on
the roundabout/merry-go-round and say, e.g. It’s a swing!
Super Safari poster teaching tips
Super Safari poster teaching tips. Level 2
The Super Safari posters complement each unit of the course. Below are some teaching tips for using the posters in
class. As the poster will be a visual reminder of the unit language, use it as a quick warmer, or at the end of class to
reinforce the target vocabulary. Use gestures and L1 as appropriate to support these activities.
Hello!
Unit 5
Point to each of the characters in the picture and ask
Who’s this? (Mike, Gina, Polly and Leo.) What is Mike
doing? (Discuss in L1.) The children can act out the scene,
using the character cut-out masks at the back of Activity
Book 2.
Point to the fruit/fruits and vegetables in the picture and
ask What’s this? (Potatoes, pineapple, carrots, tomatoes,
watermelon, bananas.) Encourage the children to talk
about their food likes and dislikes, e.g. I like watermelon, I
don’t like carrots. Act out chopping and preparing the fruit/
fruits and vegetables with the children, like the characters
in the picture. Say, e.g. Let’s chop the carrots. Mmm … I
like carrots! Now let’s chop the tomatoes.
Unit 1
Ask Who can you see in the picture? (Leo, Polly, Gina.)
Point at the picture of the zebra on the board and ask
Who’s this? (The teacher!) Where are they? (At school / In
the classroom.) What else can you see in the picture? Point
and say the words (board, paper, computer, desk, crayon,
pencil case). What colour/color is the computer? (Purple.)
What colour/color is the pencil case? (Red and yellow.)
Encourage the children to draw objects in their own
classroom and say, e.g. This is my pencil case.
Unit 2
Ask Who can you see in the picture? (Gina and Leo.) What
are they doing? (Jumping / shaking their arms and legs.)
Ask the children to pretend to be Gina and Leo and act out
the scene. Shout out the parts of the body that the children
need to shake, e.g. Arms! ... Legs! … Head! ... Feet! …
Hands! … Body!
Unit 3
Ask Who can you see in the picture? (Gina and Polly.)
Where are they? (In Gina’s room.) Do you like the room?
Encourage the children to say what they can see (toy box,
bookcase, lamp, mat/rug, window, door, car, doll, puzzle).
Invite volunteers to point to the items on the poster as they
name them. Ask the children to draw their own rooms,
using crayons or collage and say, e.g. Look! A bookcase, a
window, a door, a ball!
Unit 4
Ask Where are Mike, Gina, Polly and Leo? (In the jungle!)
What other animals can you see? (Rhino, tiger, elephant,
snake, spider, crocodile.) Do you like crocodiles? What other
animals do you like? The children say the names of the
animals and the sounds they make. Children take it in turns
to make an animal sound for the class to guess.
Unit 6
Ask Who can you see in the picture? (Gina and Leo.) What
are Gina and Leo wearing? (Blue and red bags.) Where are
they? (In town.) Point to each place in town and encourage
the children to say the words (bus stop, park, school, toy
shop/store, supermarket, zoo). Children take turns to be
Gina and Leo. The child pretending to be Gina asks, e.g.
Leo, where’s the park? The other child points to the correct
picture on the poster.
Unit 7
Ask Who can you see in the picture? (Leo, Mike’s mum/
mom, Gina, Polly, Mike, the teacher). In L1, talk about
different types of jobs and the uniform that each character
is wearing. Children act out the different jobs and say, e.g.
I’m a doctor!
Unit 8
Point to the hot air balloon and say Look! Mike, Polly, Leo
and Gina are flying in a hot air balloon! Point to the island
and say Look! A beautiful island! Point to the different
weather types on the island and say It’s rainy/windy/cold/
snowy/hot/sunny. Point to the different parts of the island
again and say, e.g. Is it rainy? (Yes, it is. / No, it isn’t.)
Children imagine they’re in a hot air balloon. They look
down, point and say, e.g. Look! It’s snowy.
Unit 9
Ask Where are Gina, Polly, Leo and Mike? (In the
countryside/country.) What are they wearing? (Red and
green bags.) What else can you see? (A frog, a tree,
flowers, a bee.) Is the bee big or small? (Small.) What
sound does a bee make? Encourage the children to act out
walking in the countryside/country, like Gina, Polly, Leo and
Mike. They can also act out being chased by the bee in the
picture.
Super Safari poster teaching tips
Super Safari poster teaching tips. Level 3
The Super Safari posters complement each unit of the course. Below are some teaching tips for using the posters in
class. As the poster will be a visual reminder of the unit language, use it as a quick warmer, or at the end of class to
reinforce the target vocabulary. Use gestures and L1 as appropriate to support these activities.
Hello!
Re-introduce the children to the four Super Safari characters
on the poster (Polly, Mike, Leo and Gina.) Point to each
character and say the name. Encourage the children to
say, e.g. Hello Polly. Using the cut-out masks at the back of
Activity Book 3, the children pretend to be each character
and introduce themselves to each other.
is in the … bath/bathtub. (No.) Say No, she isn’t. She’s in
the … (bed). Repeat for Mike’s brother and the clothes,
encouraging the children to correct you each time. Ask the
children to make a poster of their own houses then draw
and label the furniture inside the house. The children show
their drawings to the class and say, e.g. It’s an armchair. It’s
a bed.
Unit 1
Unit 6
Point to each of the classroom items and ask What’s this?
(Pencil, chair, bag, rubber/eraser, book, desk.) Point to the
desk and ask What’s on Leo’s desk? (Book, bag, rubber/
eraser.) Point at the children’s desks and ask What’s on your
desk? The children say what they can see on each of their
desks, e.g. two pencils and one blue book.
Unit 2
Ask Who can you see in the picture? (Mike’s family.) Point
to each family member and say This is Mike’s … Encourage
children to say the word, e.g. grandpa. Children take it
in turns to pretend to be Mike. Six other children pretend
to be Mike’s family members (grandpa, grandma, mum/
mom, dad, sister, brother.) The child pretending to be
Mike introduces the family members in turn, e.g. This is my
grandma. This is my brother.
Unit 3
Ask Who can you see in the picture? (Mike.) Point and
say the different parts of Mike’s face (eyes, ears, nose,
face, teeth, mouth). Encourage the children to respond
by pointing to the different parts of their own face and
repeating the words. Invite volunteers to the front to take
on the role of pointing and saying for the others to repeat.
If you have time, the children can also draw a monster and
talk about the different parts of its face.
Unit 4
Ask the children what they can see in the picture. Point and
say the words (ball, kite, rope/jump rope, teddy bear, doll,
plane). What are the characters trying to do? (Get the ball
and the kite.) Point to the kite and ask Do you like kites?
Those who do raise their hand. Repeat for the other toys in
the picture. Ask the children to draw themselves with their
favourite/favorite toy and say, e.g. I’ve got a ball.
Unit 5
Ask What can you see in the picture? Point to the labelled
objects and say the words (bath/bathtub, cupboard/cabinet,
bed, sofa/couch, table, armchair). Say Mike’s grandma
Ask What animals can you see in the picture? (Cat, horse,
cow, dog, rabbit, sheep.) Say Let’s count the animals. Count
the animals together with the children. Ask Which is your
favourite/favorite animal? Do an impression of one of the
animals and encourage the children to guess which animal
you are pretending to be. The children then take it in turns
to pretend to be one of the animals for the class to guess.
Unit 7
Ask Who can you see in the picture? (Polly.) What is Polly
doing? (Shopping for food.) Point to Polly’s basket and ask
What food can you see? E.g. green apples. Say What food
is on Polly’s shopping list? Let’s look. Point to each of the
circled pictures and say the words (carrots, sausages, apples,
cakes, ice cream, chips/fries). Tell the children to imagine
they are shopping in a supermarket. Ask them to tell the
class what items are on their shopping list. Then encourage
the children to act out shopping in a supermarket, saying
each food item as they take it from the shelf and put it in
their imaginary basket.
Unit 8
Point to each picture and say, e.g. Look! It’s a boat. Ask
Which is your favourite/favorite? E.g. My favourite/favorite
is the green scooter. Talk about the animals in the picture
and ask, e.g. What is the cow doing? (The cow is riding
the bike.) Encourage the children to draw themselves and
their favourite/favorite mode of transport and say, e.g. I’m
driving a yellow bus.
Unit 9
Point to the poster and say Look! It’s a party! Point to each
item of clothing and say the word (hat, belt, boots, shirt,
badge/button, shoes). Say, e.g. Show me a hat and invite a
volunteer to point to a hat in the picture. Describe one of the
outfits for the children to guess. Say She’s wearing a hat,
a shirt, a badge/button and black shoes. Who is it? (Gina.)
Repeat for the other characters. Ask Who’s wearing your
favourite/favorite party clothes? E.g. Mike! Mike is wearing a
hat, shirt, belt and boots. If you have time, the children can
draw their own party outfits.